Presentation made at CIES 2017 - Panel: "Reforming teacher careers: Learning from country experiences" More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899

1. Teacher Careers
Discussion Notes

2. The key important considerations
• There is no one size-fit-all concept or system of
teacher career progression in place in the
countries studied, nor is there one conceptually
as could be gauged from the literature.
• The need for a system of formal recognition of
teacher experience and development is relatively
recent (some thirty years at the most)
• However, teacher recognition at school level has
a long history of implementation.

3. What we learn from the presentations
• There are teacher subjective aspects at the centre of
the need for some form of career system, as for
example, teacher motivation and professional
satisfaction, as well as working condition issues
• There are equally important policy reasons: quality of
teacher intake, performance and retention as well as
student learning (as shown in the Ecuador case)
• Some modes, however, cannot be strictly considered as
forms of teacher career system: e.g. merit-pay
bonuses based on voluntary teacher decisions

4. What we learn from the presentations
• While it is possible to distinguish the four kinds of
models, in practice there is a diversity of
combinations as the exploratory study shows
• A key issue has to do with the evaluation system
selected to decide on teacher promotion
• Introduction of a career system where only a
salary progression scheme has been in place
needs attention to a complex set of factors and
interests of the key players.

5. CRITERIA AND CONDITIONS
TEACHER
CAREER
SYSTEM
TEACHER DEVELOPMENT, MOTIVATION &
WORKING CONDITIONS CONCERNS
POLICY CONCERNS
EVALUATION
SYSTEM
AGREED
PERFORMANCE
IMPROVEMENT
CRITERIA
MEANINGFUL
CAREER STAGES
SALARY
INCREASES IN
RELATION TO
STAGES AND
EXPERIENCE
PROFESSIONAL
DEVELOPMENT
OPPORTUNITIES
QUALITY OF
TEACHER
EDUCATION

6. The new Chilean system of Teacher Professional
Development: Background and Issues
• Longstanding demand of the Teachers’ Union
in early discussions of teacher evaluation
• Policy concerns about teacher quality and
performance
• A system of teacher evaluation, more
summative than formative (OECD, 2013)
• Diverse monetary incentives
• Extremely unsatisfactory working conditions

7. Inicial
Early (4
years
experience)
Advanced (4
years
experience)
Expert (8
years
experience)
Expert 2 (12
years
experience)
Chilean System of Teacher Progression
OBLIGATORY
EVALUATIONS
VOLUNTARY
EVALUATIONS

8. INCREASES IN SALARY BASIC EDUCATION TEACHER WITH 37 CONTRACTUAL HOURS WORKING
WITH DISADVANTAGED STUDENTS
1,047,135
564,594
1,240,151
796,016
1,376,774
1,407,055
1,006,503
1,541,900
1,188,333
1,817,755
1,519,530
2,261,259
500,000
700,000
900,000
1,100,000
1,300,000
1,500,000
1,700,000
1,900,000
2,100,000
2,300,000
2,500,000
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
RBMN de ed. básica + Asignac Exp (100%) + BRP actual (Título + Mención)
RBMN de ed. básica + Asignac Exp (100%) + BRP actual (Título + Mención) + Asignación de
Perfeccionamiento Máxima
RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P. Inicial + A. Prioritario
RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P.Temprano + A. Prioritario
RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP P. Avanzado + A. Prioritario
RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP Experto I + A. Prioritario
RBMN + Asig Exp + BRP Nueva (Tïtulo + Mención) + ATDP Experto II + A. Prioritario
No existe menoscabo
37 horas de contrato
Al 5 año docente
alcanza tramo
avanzado y un
millón de pesos si
se desempeña en
establecimientos
vulnerables

9. Other elements in the system
• Gradual improvement of the teaching/non
teaching hours ratio:
– 65/35% as compared to current 70/30% and higher
for teachers in vulnerable contexts
• Rising of entry qualifications for teacher
education
• Free professional development at national, local
and school level
• Review of the Teacher Competences Framework